ANCIENT HISTORY AS LEVEL - Specification
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AS LEVEL
Ancient
History
AS LEVEL
Specification
ANCIENT HISTORY
H007
For first assessment in 2018
Version 1.1 (April 2018)
ocr.org.uk/alevelancienthistoryDisclaimer Specifications are updated over time. Whilst every effort is made to check all
documents, there may be contradictions between published resources and the
specification, therefore please use the information on the latest specification at all
times. Where changes are made to specifications these will be indicated within the
document, there will be a new version number indicated, and a summary of the
changes. If you do notice a discrepancy between the specification and a resource
please contact us at: resources.feedback@ocr.org.uk
We will inform centres about changes to specifications. We will also publish changes
on our website. The latest version of our specifications will always be those on our
website (ocr.org.uk) and these may differ from printed versions.
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However, registered centres for OCR are permitted to copy material from
this specification booklet for their own internal use.
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Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered
in England. Registered company number 3484466.Contents
1 Why choose an OCR AS Level in Ancient History?2
1a. Why choose an OCR qualification? 2
1b. Why choose an OCR AS Level in Ancient History? 3
1c. What are the key features of this specification? 4
1d. What is new in OCR AS Level in Ancient History? 4
1e. How do I find out more information? 4
2 The specification overview 5
2a. OCR’s AS Level in Ancient History (H007) 5
2b. Content of AS Level in Ancient History (H007) 6
2c. Content of period study 7
2c. Content of H007/01: Relations between Greek states and between
Greek and non-Greek states, 492–404 BC 8
2c. Content of H007/02: The Julio-Claudian Emperors, 31 BC–AD 68 9
2d. Prior knowledge, learning and progression 10
3 Assessment of AS Level in Ancient History11
3a. Forms of assessment 11
3b. Assessment objectives (AO) 12
3c. Assessment availability 13
3d. Retaking the qualification 13
3e. Assessment of extended response 13
3f. Synoptic assessment 13
3g. Calculating qualification results 13
4 Admin: what you need to know14
4a. Pre-assessment 14
4b. Special consideration 14
4c. External assessment arrangements 15
4d. Results and certificates 15
4e. Post-results services 16
4f. Malpractice 16
5 Appendices17
5a. Accessibility 17
5b. Overlap with other qualifications 17
5c. Set ancient sources for H007/01: Relations between Greek states and
between Greek and non-Greek states, 492–404 BC 18
5d. Set ancient sources for H007/02: The Julio-Claudian Emperors,
31 BC–AD 68 20
Summary of updates 22
© OCR 2016
AS Level in Ancient History 11 Why choose an OCR AS Level in Ancient History?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that We provide a range of support services designed to
you’re working with one of the UK’s leading exam help you at every stage, from preparation through
1 boards. Our new AS Level in Ancient History course to the delivery of our specifications. This includes:
has been developed in consultation with teachers,
employers and higher education to provide learners • A wide range of high-quality creative resources
with a qualification that’s relevant to them and meets including:
their needs. • Delivery Guides
• Transition Guides
We’re part of the Cambridge Assessment Group,
Europe’s largest assessment agency and a • Topic Exploration Packs
department of the University of Cambridge. • Lesson Elements
Cambridge Assessment plays a leading role in
• … and much more.
developing and delivering assessments throughout
the world, operating in over 150 countries.
• Access to subject advisors to support you
through the transition and throughout the
We work with a range of education providers,
lifetimes of the specifications.
including schools, colleges, workplaces and other
institutions in both the public and private sectors.
• CPD/Training for teachers to introduce the
Over 13,000 centres choose our A Levels, GCSEs and
qualifications and prepare you for first
vocational qualifications including Cambridge
teaching.
Nationals and Cambridge Technicals.
• Active Results – our free results analysis
Our Specifications
service to help you review the performance of
individual learners or whole schools.
We believe in developing specifications that help you
bring the subject to life and inspire your learners to
All AS Level qualifications offered by OCR are
achieve more.
accredited by Ofqual, the Regulator for qualifications
offered in England. The accreditation number for
We’ve created teacher-friendly specifications based
OCR’s AS Level in Ancient History is QN: 603/0806/0.
on extensive research and engagement with the
teaching community. They’re designed to be
straightforward and accessible so that you can tailor
the delivery of the course to suit your needs. We aim
to encourage students to become responsible for
their own learning, confident in discussing ideas,
innovative and engaged.
© OCR 2016
2 AS Level in Ancient History1b. Why choose an OCR AS Level in Ancient History?
OCR’s AS Level in Ancient History has been designed the United Kingdom to ensure that OCR’s AS Level in
to help learners develop their understanding of the
ancient world and the legacy of the ancient world in
Ancient History engages learners, develops a desire
within them to continue learning about ancient
1
today’s society. history and helps develop a lifelong enthusiasm for
the ancient world.
We have designed this qualification with teachers and
learners in mind, having consulted extensively across
Our AS Level in Ancient History provides:
• engaging and exciting content – exciting topic • an accessible route into studying Classics – our
areas which will enthuse learners, creating an specifications do not require any previous
appealing study of the ancient world study of a classical subject or knowledge of
Classical Greek or Latin language
• clearly laid out requirements – the
specification clearly details the content that • increased support and guidance – OCR will
you are required to cover to allow you to provide a range of high quality, creative
prepare your learners with confidence resources, which will grow throughout the
lifetime of the specification.
• straightforward assessment – the question
papers contain simple rubrics and clear mark
schemes, which will provide clear assessments
Aims and learning outcomes
OCR’s AS Level in Ancient History will enable learners to:
• develop a broad and extensive interest in the an understanding of historical periods studied
military, political, religious and social history of and the methods used in the analysis and
the ancient world evaluation of evidence. Students should
develop an understanding of how the ancient
• acquire in-depth knowledge and understanding past has been represented by ancient
of selected periods of ancient history and use historians
this knowledge and understanding to formulate
coherent arguments with substantiated • develop an understanding of historical
judgements concepts such as change, continuity, causation,
consequence and significance within the
• understand Greek and Roman history in the context of the historical periods studied
context of their neighbouring civilisations and
the interrelations of these civilisations • develop an awareness and understanding of
relevant historical debates and how these can
• explore and evaluate the significance of events, be investigated
individuals, issues, identities and societies in
the history of the ancient world • develop the ability to make connections and
draw comparisons between different periods,
• understand the nature of historical evidence individuals, issues, identities and societies of
from the ancient world and its scarcity to build the ancient past.
© OCR 2016
AS Level in Ancient History 31c. What are the key features of this specification?
The key features of OCR’s AS Level in Ancient History for you and your learners are:
1 • familiar topics to study covering the most • a straightforward specification with detailed
prominent parts of Greek and Roman history guidance to support delivery
• a clear and balanced structure that will help • this course is co-teachable with our A Level in
course planning Ancient History specification.
1d. What is new in OCR AS Level in Ancient History?
This section is intended for teachers using OCR’s History (H042) and the new version for first teaching
current AS Level in Ancient History. It highlights the in September 2017:
differences between the current AS Level in Ancient
What stays the same? What’s changing?
• two 1 ½ hour question papers • simplified assessment
• both Roman and Greek history will be studied • reduction in the number of marks available
• prescribed ancient sources. • outcomes in the AS Level no longer count
towards performance in the A Level.
1e. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk
Ask our subject advisors:
If you are not already a registered OCR centre then
you can find out more information on the benefits Email: classics@ocr.org.uk
of becoming one at: www.ocr.org.uk
Customer Contact Centre: 01223 553998
If you are not yet an approved centre and would like
to become one go to: www.ocr.org.uk Join our Classics community:
http://social.ocr.org.uk/groups/classics
Teacher support: www.ocr.org.uk
© OCR 2016
4 AS Level in Ancient History2 The specification overview
2a. OCR’s AS Level in Ancient History (H007)
Learners must take both components to be awarded the OCR AS Level in Ancient History.
Content Overview Assessment Overview
2
Relations between Greek states Relations between
and between Greek and Greek states and
non-Greek states, 492–404 BC between Greek and
(H007/01) non-Greek states,
50%
This component contains a period 492–404 BC (H007/01) of total
study focusing on the changing 60 marks
relationships between Greek city- AS Level
1 hour 30 minutes
states and between Greek city-
states and non-Greek states. Written paper
The Julio-Claudian Emperors, The Julio-Claudian
31 BC–AD 68 Emperors, 31 BC–
(H007/02) AD 68 (H007/02)
50%
This component contains a period 60 marks of total
study covering the reigns of
Augustus, Tiberius, Gaius, Claudius
1 hour 30 minutes AS Level
and Nero. Written paper
Both components include synoptic assessment.
© OCR 2016
AS Level in Ancient History 52b. Content of AS Level in Ancient History (H007)
Learners taking the AS Level in Ancient History will provides sufficient chronological range to be able to
need to study significant events, individuals, societies, comment on change, both short-term and long-term.
developments and issues within their broad historical
context demonstrating breadth through the study. Component 01 is a source-based Greek period
study focusing on the relationships between Greek
2 Learners will study two period studies. city-states and also the relationships between Greek
city-states and the Persian Empire in the period
The period studies will allow learners to study the 492–404 BC.
unfolding narrative of a substantial span of Greek and
Roman history of at least 75 years. The length of the Component 02 is a source-based Roman period study
period study will encourage learners to develop their focusing on the Julio-Claudian dynasty, from 31 BC to
interest in, and understanding of the important AD 68.
events, individuals, developments and issues, and
© OCR 2016
6 AS Level in Ancient History2c. Content of period study
Introduction to the Greek and Roman period study
In the Greek period study, the focus will be on the There will be a particular focus on the military,
unfolding narrative of the relations between Greek social, religious and political issues and developments
city-states and the relationship between Greek of the emperors in Rome and the Empire and their
city-states and the Persian Empire in the period
492–404 BC. Learners will study the main events and
treatment by the ancient sources. 2
issues in order to understand how these events and The Greek and Roman period studies will each be
issues shaped these developments. worth 50% of the overall specification and should
take approximately 70–80 guided learning hours
The Roman period study will focus on the unfolding to teach.
narrative of the establishment and development of
the principate under Augustus, Tiberius, Gaius,
Claudius and Nero.
Knowledge, understanding and skills
The length of the period study will encourage learners connections, draw contrasts and analyse trends such
to develop their interest in, and understanding of the as between economic, political, social, religious and
important events, individuals, developments and military history; and between short and long-term
issues, and provides sufficient chronological range to timescales.
be able to study continuity and change. This will allow
learners to analyse the causes, significance and The period study requires the critical use of ancient
consequences of key historical events, and the source material in analysing and evaluating historical
changes and developments in the historical periods. questions, problems and issues. Different types of
Learners should be able to make links and draw evidence must be analysed and evaluated and
comparisons between different aspects of the period learners need to understand the usefulness and
or society studied. limitations of the ancient source evidence studied
and how this affects the conclusions that can be
Learners will be required to demonstrate an drawn. It will require learners to deal with the
understanding of the key historical terms and contexts in which evidence was written or produced
concepts relevant to the topics studied including and assess the reliability of the evidence.
change, continuity, causation, consequence and
significance. Learners will be required to demonstrate Learners will be required to demonstrate the ability
knowledge and understanding, and analyse and to create their own evidence-based structured
evaluate, the significance of events, individuals, arguments, selecting, organising and communicating
groups, developments and ideas in the topic studied their knowledge and understanding of both the
in order to reach substantiated judgements. historical events studied and the ancient source
material to reach substantiated conclusions.
Learners should be able to demonstrate an
understanding of the relationships between different A detailed assessment overview can be found in
aspects of the period studied. They should make Section 3 of the specification.
© OCR 2016
AS Level in Ancient History 72c. Content of H007/01: Relations between Greek states and between
Greek and non-Greek states, 492–404 BC
This period study will focus on the unfolding narrative relations between states and the substantial
of the relations between the Greek city-states, developments in inter-state relations between both
particularly Athens and Sparta, and between Greek Greek and non-Greek states. Learners will study the
city-states and the Persian Empire during the period main events and issues in order to understand how
2 492–404 BC. Learners will study the changes in these shaped these developments.
Key time spans Learners should have studied the following content:
The challenge of Mardonius’ expedition 492 BC; Persian approaches to the Greek states; the Battle of
the Persian Empire Marathon; Greek and Persian strategy; the threat of Greek medising; Sparta’s
492–479 BC response; Persian aims and intentions in 480s: Darius’ and Xerxes’ policies towards
the Greek states; Greek and Persian preparations in 480s; differences in responses to
the Persians among the Greek states, including medising; the formation of the
Hellenic League and its leadership; the states involved in the Hellenic League; the
involvement of Greek states in the events of 480–479, including examples of
medising, co-operation and conflict, debates and differences of opinion before
Salamis and Plataea on strategy.
Greece in conflict The consequences of victory for the Greek states, especially relations between Sparta
479–446 BC and Athens; the growth of Athenian power in the Delian League; Sparta’s concerns; the
consequences for relations between Sparta and Athens and their respective allies of
the earthquake and helot revolt 465–464 BC; the events of the First Peloponnesian
War 461–446 BC that involved changing relationships between Greek states: Megara’s
defection from the Peloponnesian League; Corinth’s relations with Megara, Sparta and
Athens; the Battle of Tanagra; continued conflict with the Persians followed by the
cessation of hostilities in 449 BC; the Spartan invasion of Attica 446 BC.
Peace and conflict The Peace of 446 BC; the balance of power outlined in the Peace of 446 BC and the
446–431 BC relations between Athens and Sparta; the role of Corint and Sparta in the revolt of
Samos; the events leading up to, and the causes of, the outbreak of war in 431 BC.
The Archidamian Athenian and Spartan strategies in the Archidamian War 431–421 BC; the invasions of
War 431–420 BC Attica and their effects on the states, including the plague in Athens; the course of the
Archidamian War: Pylos and Sphacteria, and its effects on Spartan war effort and
reputation, Brasidas in Thrace; differences within Athens and Sparta on the relations
between the states and the move towards a peace settlement; the Peace of Nicias
– the main terms and the aftermath: the failures of the peace and the refusals of
allies of both Athens and Sparta to support the Peace; the Spartan-Athenian alliance.
The end of the The breakdown of relations: the alliance of Athens, Argos, Mantinea and Elis; the
Peloponnesian War effect of the Battle of Mantinea 418 BC; the consequences of the Sicilian Expedition
and its aftermath 415–413 BC for Athens and Sparta; occupation of Decelea; Sparta and Athens:
419–404 BC relations with Persia in the final years of the war, and Persia’s aims and impact on the
course of the war.
Appendix 5c lists the sources covering the contents of the period study.
© OCR 2016
8 AS Level in Ancient History2c. Content of H007/02: The Julio-Claudian Emperors, 31 BC–AD 68
This period study will focus on the unfolding narrative There will be a particular focus on the military, social
of the establishment and development of the and political achievements of the emperors and their
principate under Augustus, Tiberius, Gaius, Claudius treatment by the ancient sources.
and Nero.
Key time spans Learners should have studied the following content: 2
Augustus The presentation of Augustus’ victory at Actium; the constitutional settlements of
31 BC–AD 14 27 BC and 23 BC; Augustus’ military achievements; the depiction of Augustus and
Augustan Rome in the poetry and coinage of the period; the importance of Livia,
Agrippa, Tiberius and Germanicus; the restoration of the Republic and the revival
of traditional Roman values and practices; Augustus’ attitude towards religion,
including the Imperial Cult inside and outside Rome; administrative changes to
Rome and the provinces; relations with the Senate, Equestrians and ordinary
people of Rome; Augustus’ building programme; challenges to his rule including
conspiracies; the establishment of the dynasty and issues of succession; the Res
Gestae as an account of Augustus’ reign.
Tiberius The views of classical authors on Tiberius’ reign; Tiberius’ relationships with
AD 14–37 Germanicus and Sejanus; conspiracies and challenges to his reign, including
mutinies and revolts; the treason trials; Tiberius’ attitude towards religion, including
the Imperial Cult inside and outside Rome; relations with the Senate, Equestrians
and ordinary people of Rome.
Gaius The presentation of Gaius’ character and personality as emperor by the ancient
AD 37–41 sources; the assassination in AD 41; his attitude towards religion, including the
Imperial Cult inside and outside Rome; administrative changes to Rome; relations
with the Senate, Equestrians and ordinary people of Rome.
Claudius The difficulties of the accession; the presentation of Claudius’ role in, and motives
AD 41–54 for, the invasion of Britain; the importance of his wives and freedmen; Claudius’
relationship with Nero and Britannicus; the events surrounding his death;
administrative changes to Rome; relations with the Senate, Equestrians and
ordinary people of Rome.
Nero The presentation of Nero as emperor by the ancient sources; the early part of his
AD 54–68 reign and the changing role of Agrippina; the importance of his wives; Piso
conspiracy in AD 65; Tacitus’ and Suetonius’ accounts of the Great Fire of Rome in
AD 64; the achievements of Corbulo in Armenia; the revolt of Vindex; the death of
Nero and the accession of Galba; Nero’s attitude towards religion, including the
Imperial Cult inside and outside Rome; administrative changes to Rome; relations
with the Senate, Equestrians and ordinary people of Rome.
Appendix 5d lists the sources covering the contents of the period study.
© OCR 2016
AS Level in Ancient History 92d. Prior knowledge, learning and progression
The specification builds on the knowledge, A Level examinations build on the content studied for
understanding and skills specified for GCSE (9–1) the two AS Level components, meaning that this
Ancient History, however, prior attainment of a GCSE qualification is co-teachable with the first year of
qualification in Ancient History is not required. study of the A Level.
2 Learners in England who are beginning an AS Level
course are likely to have followed a Key Stage 4
At the same time, it also offers a worthwhile course
of study for learners who do not wish to progress
programme of study. This course will enable learners further in the subject. The key skills required by the
to progress to A Level courses or progress directly to specification provide opportunities for progression
employment. directly into employment.
AS Level in Ancient History provides progression to Find out more at www.ocr.org.uk
A Level in Ancient History.
© OCR 2016
10 AS Level in Ancient History3 Assessment of AS Level in Ancient History
3a. Forms of assessment
OCR’s AS Level in Ancient History consists of two components that are both externally assessed.
Relations between Greek states and between Greek and non-Greek states,
492–404 BC (H007/01) and The Julio-Claudian Emperors, 31 BC–AD 68 (H007/02)
Both of these components are externally assessed, In Question 2, learners will answer a 20-mark source
written examinations testing AO1, AO2 and AO3. based mini-essay. Learners will be required to use the
Each component is worth 60 marks, which represents
stimulus material on the question paper and other
ancient sources they have studied to answer the
3
50% of the total marks for the AS Level. question.
Each examination lasts for 1 hour 30 minutes. In Section B, learners will have a choice between
answering Question 3 or Question 4. These will be
There are two sections in each component. Learners essay questions each worth 30 marks, requiring
answer all the questions in Section A and one learners to use, analyse and evaluate the ancient
question in Section B. source material that they have studied in order to
answer the issues addressed in the question.
Section A consists of questions 1 and 2. In
Question 1, learners will answer a 10-mark question
relating to an issue, which relates to one or more of
the content points within one of the key time spans.
Question Type of question AO1 marks AO2 marks AO3 marks Total marks
1 Issue 5 5 – 10
2 Source-based mini-essay 5 – 15 20
3 and 4 Essay 5 10 15 30
© OCR 2016
AS Level in Ancient History 113b. Assessment objectives (AO)
There are three Assessment Objectives in OCR AS Level Ancient History. These are detailed in the table below.
Learners are expected to:
Assessment Objective
AO1 Demonstrate knowledge and understanding of the key features and characteristics of the historical
periods studied.
AO2 Analyse and evaluate historical events and historical periods to arrive at substantiated
3 judgements.
AO3 Use, analyse and evaluate ancient sources within their historical context to make judgements and
draw conclusions about:
• historical events and historical periods studied
• how the portrayal of events by ancient writers/sources relates to the historical contexts in
which they were written/produced.
AO weightings in OCR’s AS Level in Ancient History
The relationship between the assessment objectives and the components are shown in the following table:
% of OCR AS Level in Ancient History (H007)
Component
AO1 AO2 AO3
Relations between Greek states and between Greek
12.5% 12.5% 25%
and non-Greek states, 492–404 BC (H007/01)
The Julio-Claudian Emperors, 31 BC–AD 68
12.5% 12.5% 25%
(H007/02)
Total 25% 25% 50%
© OCR 2016
12 AS Level in Ancient History3c. Assessment availability
There will be one examination series available each This specification will be certificated from the June
year in May / June to all learners. 2018 examination series onwards.
All examined components must be taken in the same
examination series at the end of the course.
3d. Retaking the qualification
Learners can retake the qualification as many times
as they wish.
They retake all components of the qualification. 3
3e. Assessment of extended response
The assessment materials for this qualification coherent line of reasoning and marks for extended
provide learners with the opportunity to demonstrate responses are integrated into the marking criteria.
their ability to construct and develop a sustained and
3f. Synoptic assessment
Synoptic assessment is the learners understanding Synoptic assessment draws together all three of the
of the connections between different elements of distinct assessment objectives in OCR’s AS Level in
the subject. It involves the explicit drawing together Ancient History. Synoptic assessment can be found in
of knowledge, skills and understanding within the essay questions (Questions 3 and 4) in both
different parts of the AS Level course. components.
The emphasis of synoptic assessment is to encourage
the understanding of Ancient History as a discipline.
3g. Calculating qualification results
A learner’s overall qualification grade for AS Level in compared to the qualification level grade boundaries
Ancient History will be calculated by adding together for the relevant exam series to determine the
their marks from the two components taken to give learner’s overall qualification grade.
their total weighted mark. This mark will then be
© OCR 2016
AS Level in Ancient History 134 Admin: what you need to know
The information in this section is designed to give an More information about the processes and deadlines
overview of the processes involved in administering involved at each stage of the assessment cycle can be
this qualification so that you can speak to your exams found in the Administration area of the OCR website.
officer. All of the following processes require you to
submit something to OCR by a specific deadline. OCR’s Admin overview is available on the OCR website
at http://www.ocr.org.uk/administration
4a. Pre-assessment
Estimated entries
Estimated entries are your best projection of the Estimated entries should be submitted to OCR by the
number of learners who will be entered for a specified deadline. They are free and do not commit
qualification in a particular series. your centre in any way.
4 Final entries
Final entries provide OCR with detailed data for each Final entries must be submitted to OCR by the
learner, showing each assessment to be taken. It is published deadlines or late entry fees will apply.
essential that you use the correct entry code,
considering the relevant entry rules.
All learners taking an AS Level in Ancient History must be entered for H007.
Entry option Components
Entry code Title Code Title Assessment type
Relations between Greek states and
01 between Greek and non-Greek states, External Assessment
Ancient 492–404 BC
H007
History
02 The Julio-Claudian Emperors, 31 BC–AD 68 External Assessment
4b. Special consideration
Special consideration is a post-assessment Detailed information about eligibility for special
adjustment to marks or grades to reflect temporary consideration can be found in the JCQ publication
injury, illness or other indisposition at the time the A guide to the special consideration process.
assessment was taken.
© OCR 2016
14 AS Level in Ancient History4c. External assessment arrangements
Regulations governing examination arrangements are contained in the JCQ Instructions for conducting
examinations.
Head of centre annual declaration
The Head of Centre is required to provide a Any failure by a centre to provide the Head of Centre
declaration to the JCQ as part of the annual NCN Annual Declaration will result in your centre status
update, conducted in the autumn term, to confirm being suspended and could lead to the withdrawal of
that the centre is meeting all of the requirements our approval for you to operate as a centre.
detailed in the specification.
Private Candidates
Private candidates may enter for OCR assessments. Private candidates need to contact OCR approved
centres to establish whether they are prepared to
4
A private candidate is someone who pursues a course host them as a private candidate. The centre may
of study independently but takes an examination or charge for this facility and OCR recommends that the
assessment at an approved examination centre. A arrangement is made early in the course.
private candidate may be a part-time student,
someone taking a distance learning course, or Further guidance for private candidates may be found
someone being tutored privately. They must be based on the OCR website: http://www.ocr.org.uk
in the UK.
4d. Results and certificates
Grade Scale
AS Level qualifications are graded on the scale: A, B, Unclassified (U). Only subjects in which grades A to E
C, D, E, where A is the highest. Learners who fail to are attained will be recorded on certificates.
reach the minimum standard for E will be
Results
Results are released to centres and learners for The following supporting information will be
information and to allow any queries to be resolved available:
before certificates are issued. • raw mark grade boundaries for each component
• weighted mark grade boundaries for the
Centres will have access to the following results qualification.
information for each learner:
• the grade for the qualification Until certificates are issued, results are deemed to be
• the raw mark for each component provisional and may be subject to amendment.
• the total weighted mark for the qualification.
A learner’s final results will be recorded on an OCR
certificate. The qualification title will be shown on the
certificate as ‘OCR Level 3 Advanced Subsidiary GCE in
Ancient History’.
© OCR 2016
AS Level in Ancient History 154e. Post-results services
A number of post-results services are available: • Missing and incomplete results – This service
should be used if an individual subject result
• Review of marking requests – If you are not for a learner is missing, or the learner has been
happy with the outcome of a learner’s results, omitted entirely from the results supplied.
centres may request a review of marking. Full
details of the post-results services are provided • Access to scripts – Centres can request access
on the OCR website. to marked scripts.
4f. Malpractice
Any breach of the regulations for the conduct of soon as it is detected. Detailed information on
examinations and non-exam assessment may malpractice can be found in the JCQ publication
4 constitute malpractice (which includes
maladministration) and must be reported to OCR as
Suspected Malpractice in Examinations and
Assessments: Policies and Procedures.
© OCR 2016
16 AS Level in Ancient History5 Appendices
5a. Accessibility
Reasonable adjustments and access arrangements The A Level qualification and subject criteria have
allow learners with special educational needs, been reviewed in order to identify any feature which
disabilities or temporary injuries to access the could disadvantage learners who share a protected
assessment and show what they know and can do, Characteristic as defined by the Equality Act 2010. All
without changing the demands of the assessment. reasonable steps have been taken to minimise any
Applications for these should be made before the such disadvantage.
examination series. Detailed information about
eligibility for access arrangements can be found
in the JCQ Access Arrangements and Reasonable
Adjustments.
5b. Overlap with other qualifications
There is a small degree of overlap between this specification and the AS Level in Classical Civilisation.
5
© OCR 2016
AS Level in Ancient History 175c. Set ancient sources for H007/01: Relations between Greek states and
between Greek and non-Greek states, 492–404 BC
Literary evidence
LACTOR 1, The Athenian Empire (ISBN-13 978-0903625172)
Andokides 3.29 (No. 61)
Aristophanes, Akharnians 61–71 (No. 58); 524–539 (No. 99)
Aristophanes, Peace 619–622 (No. 110); 639–648 (No. 202)
Aristotle Politics 1284a38 (No. 84)
Diodorus 11.46–47 (No. 19); 11.50 (No. 28); 12.2.1–2 (No. 52); 12.4.4–6; (No. 53); 12.38.2 (No. 113)
Harpokration s.v. Attikois grammasin (No. 54)
Plutarch, Aristeides 23 (No. 10); 24.1–5 (No. 20)
Plutarch, Cimon 11–12.4 (No. 33); 13.4–5 (No. 51)
Plutarch, Pericles 23.1–2 (No. 71); 28.1–3 (No. 89)
OCR source booklet
5 Plutarch, Pericles 30–31
Herodotus, Histories (Penguin Classics) (ISBN-13: 978-0140449082)
6.42–49; 6.94–117, 6.120–124
7.1; 7.5–10h; 7.49–50; 7.102; 7.131–133; 7.139; 7.141–145; 7.151–152; 7.174–175; 7.207, 7.219–222;
7.228.2
8.1–3; 8.49–50; 8.56–63; 8.74; 8.94; 8.100–103; 8.143–144
9.1–3; 9.6–8; 9.16–18; 9.40; 9.62–64; 9.71; 9.98–99; 9.105–106
Thucydides, The History of the Peloponnesian War (Penguin Classics) (ISBN-13: 978-0140440393)
1.23; 1.33; 1.35; 1.40–41; 1.44, 1.55–58; 1.60–61, 1.66–69; 1.75–77, 1.86–88; 1.89–118, 1.121–122;
1.139–140
2.8; 2.11; 2.13; 2.63; 2.65
4.19–20; 4.40–41; 4.50, 4.80–81; 4.108; 4.117
5.13–18; 5.25–26; 5.43
6.8, 6.12–13, 6.15, 6.24, 6.31; 6.82–83, 6.89–91
7.18; 7.27–28
8.2; 8.6; 8.9; 8.17–18; 8.29; 8.37; 8.52, 8.87
Xenophon, History of My Times (Penguin Classics) (ISBN-13: 978-0140441758)
1.4.1–7; 1.5.1–3; 1.6.6–11; 2.1.7–14; 2.1.20–32
© OCR 2016
18 AS Level in Ancient HistoryArchaeological evidence
Serpent Column
LACTOR 1, The Athenian Empire (ISBN-13 978-0903625172)
Chalkis Decree (No. 78)
Thoudippos decree (No. 138)
LACTOR 16, The Persian Empire from Cyrus II to Artaxerxes I (ISBN-13: 978-0903625288)
Naqs-e Rustam inscription No.1 and No.2 (No. 48 and 103)
Xerxes’ inscription (No. 63)
Centres are free to study the sources from any translation, however where a passage is printed on a question
paper it will be taken from the editions listed, with such modifications as seem appropriate to the examiners.
5
© OCR 2016
AS Level in Ancient History 195d. Set ancient sources for H007/02: The Julio-Claudian Emperors,
31 BC–AD 68
Literary evidence
Suetonius, The Twelve Caesars, R. Graves Penguin (ISBN-13: 978-0140455168)
Augustus, 17–23, 26–28, 30–31, 34–37, 39–40, 64–66, 93, 98–101
Tiberius, 23–24, 26–27, 29–33, 36, 39–41, 47–48, 61–63, 65, 75
Gaius, 13–14, 18–20, 22, 27–33, 37, 56–59
Claudius, 10–14, 17–18, 20–22, 25, 29, 36, 44–45
Nero, 10–11, 20–23, 26–27, 31–32, 34, 38, 40–49, 53
Tacitus, The Annals of Imperial Rome (Penguin Classics) (ISBN-13: 978-0140440607)
1.16–18, 21–25, 28–35, 38–43, 46–47, 49, 52, 61–62, 72; 2.52, 53, 55, 57, 59–60, 69–71, 73; 3.20–21, 32,
50, 55, 65, 70, 73–74; 4.1–3, 20, 30–31, 39–41, 74; 6.18–19; 11.24; 12.25–26, 41, 65–69; 14.1–16;
15.37–44, 48–74
Dio, The Roman History: The Reign of Augustus (Penguin Classics) (ISBN-13: 978-0140444483)
5 51:21; 52:4; 53:11–13, 16–17
LACTOR 15: Dio: The Julio-Claudians (ISBN-13: 978-0903625210)
58:4.1–4 (A3), 5 (A4), 6–7.3 (A5), 8.4–11 (A7); 59:3.1–5.5 (B3), 9.4–7 (B7), 16.1–11 (B12); 26.5–27.1 (B20),
28.1–11 (B22), 29.1–30.3 (B23); 60:3.1.7 (C3), 6.1–7.4 (C5), 14.1–16.4 (C8), 17.8–18.4 (C10);
63:22.1–26.1 (D6), 26.3–27.1 (D7), 27.2–29.3 (D8)
LACTOR 17: The Age of Augustus (ISBN-13: 978-0903625364)
Res Gestae Divi Augusti
Tacitus, Annals, 1: 2.1–4.5, 6.1–15.3 (Section F); 4:37 (L16); 3:56 (H26); 3:29 (J34); 4:57 (J66); 6:10–11 (K7);
12:23 (K10); 2:59 (M6); 3:24 (P16); 2:37 (T27).
Velleius Paterculus, 2: 88.1–91.4, 93.1–100.1, 103.1–104.1, 121.1–123.2
Virgil, Aeneid 1.257–296 (G36); 6.752–806 (G37); 8.671–731 (G38)
Horace, Odes 1.2 (G21); Odes 1.37 (G24); Odes 3.6 (G28); Odes 4.15 (G45)
Ovid, Fasti 1.1–14 (G49); 2.55–66 (L4); 5.140–158 (L13), 2.119–144 (H38)
Macrobius, Saturnalia 1.11.21 (P9), 2.4.23 (T26)
Strabo, Geography 7.7.6 (H9), 5.3.7 (K6), 17.3.25 (M2), 4.3.2 (M18), 3.2.15 (M24), 5.3.8 (T9)
Suetonius, Tiberius 8.1 (P10)
Pliny, Natural History 7.147–150 (P1), 36.121 (T8)
Younger Seneca On Clemency, 1.9.2–1.9.12 (P11)
LACTOR 19: Tiberius to Nero (ISBN-13: 978-0903625388)
Velleius Paterculus, 2:125.1–130.5 (C2–7)
Josephus, Jewish Antiquities 19.1–3 (E2), 4–11 (E3), 17–27 (E6), 100–114 (E16), 158–164 (E21),
201–211 (E24), 227–236 (E26), 254–262 (E29), 20.148, 151–2 (P9a)
Pliny, Natural History 36.124 (K21), 36.122–3 (K24), 36.111 (K42), 34.45–46 (K44), 33.134 (S25)
Younger Seneca, On Anger 3.19.1–5 (T6), On Benefits 3.26.1–2 (T1), On Consolation to Polybius 17.3–5
(J22e), On the Shortness of Life 18.5–6 (K12), On Firmness of Purpose 18.3 (P6b)
© OCR 2016
20 AS Level in Ancient HistoryArchaeological evidence
LACTOR 17: The Age of Augustus (ISBN-13: 978-0903625364)
aurei (H18, H21, H33, J41, N15, N24, J58); denarii (H27, N31, L1, L10, N5); as (J24).
Inscriptions: Triumphal Arch, Rome (H17); Inscription from Nikopolis (H10); Augustan Lares (L12); altar to
numen of Augustus (L17); laudatio Agrippae (T14); Edicts of Cyrene (M60)
LACTOR 19: Tiberius to Nero (ISBN-13: 978-0903625388)
Coins: aurei (J3b, J12b, J21b, J30a, L25, N22); denarii (J7n, P13b, P13f); sestertii (K4, N51, Q14); as (Q13);
dupondius (K13), quadrans (J19h).
Inscriptions: Claudius’ harbour (K16), Procurator of Ostia (K17), Emperor Worship at Gytheion (L4),
Genius of Tiberius, Rome (L6), letter of Claudius to the Alexandrians (L17), Pomerium extension (N24)
Centres are free to study the sources from any translation, however where a passage is printed on a question
paper it will be taken from the editions listed, with such modifications as seem appropriate to the examiners.
5
© OCR 2016
AS Level in Ancient History 21Summary of updates
Date Version Section Title of section Change
April 2018 1.1 Multiple Changes to generic wording and OCR website
links throughout the specification.
No changes have been made to any
assessment requirements
© OCR 2016
22 AS Level in Ancient History© OCR 2016 AS Level in Ancient History 23
© OCR 2016 24 AS Level in Ancient History
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